Breaking the cycle of habitual absenteeism in Maltese state schools : the lived experience of counsellors

Abstract

This study explored the lived experience of state school counsellors (SSCs) when working with habitually absent students, using Interpretative Phenomenological Analysis. Six SSCs with at least five years of experience were recruited through purposive sampling. Individual, one-hour audio-recorded semi-structured interviews identified habitual absenteeism complexities, usually due to interrelated systems categorised into student, family, school, and societal factors. SSCs have a crucial role in supporting habitually absent students through tailor-made counselling support and collaboration with all the stakeholders. Despite challenges, including large caseloads and time constraints, SSCs are committed to students’ wellbeing. Practical solutions to address habitual absenteeism require a multi-layered approach, including early intervention, improved school climate, and comprehensive stakeholder collaboration. Participants’ recommendations address policy, counselling practice, research, and training. Policymakers must listen to students, enhance accessibility to education, establish standard operating procedures and supportive legal measures, invest in human resources, and encourage stakeholders’ collaboration. SSCs should prioritise early intervention, maintain therapeutic relationships, advocate for students’ needs, work collaboratively, and be flexible when students cannot be supported within school environments. Further research could assess intervention effectiveness and examine habitual absenteeism’s long-term effects. Training should be provided to students, families, educators, and professionals within and outside the education system. Overall, this study highlights SSC’s vital role and the need for a coordinated effort to support habitually absent students effectively.